Percolating Idea-Why I Write

Have you heard the phrase learning is messy?

How about changing that to writing is messy?

In three days, NCTE will celebrate the National Day On Writing. Based on a conversation with Laura Robb, I have been writing daily as part of my practice. What is writing? Is it a paper full of scribbled thoughts waiting to find a home? Is it my cluttered mind urging me to release my thoughts?

Despite the clutter that surrounds me, writing is my escape. It is where I dig deep, think on a different level, find a sweet spot to mine, and then excavate to uncover a golden idea. Are there bumps along the way, missteps? Of course! BUT for me, as a lifelong learner, writing is where I discover myself.

When did writing become a passion?
I started writing in a simple, marble notebook as a child. A chapter book emerged based on a favorite novel, The Bobbsey Twins. Little did I know in those childhood days that I was using mentor text as a model for my own writing. As I grew older, scattered thoughts were written in my diaries and scrapbooks. Continued writing led to high school literacy magazine submissions and the Mademoiselle Magazine contest winner. College life brought me closer to a dream: a Master's degree in creative writing. But as journeys go, life had another path. Even without that degree, writing has always been a part of my journey.

When I moved from an unconnected state to the connected world of social media, writing became my platform for change. Now, in my "unretirement years", writing surfaces in the form of blogging, poetry, and the creation of global galleries of artistic expressions.

Where do I write?
I have a sanctuary for writing, a guest room with a Victorian table desk but I seem to gravitate to my office where I am writing now. There are cluttered papers strewn across this desk, scraps of thoughts, start up ideas, and crumpled notes waiting for me to organize. A few piles have turned into little mounds begging for hands to thin them out. Despite the clutter, ideas surface and percolate. Sometimes, these ideas turn into the start of poem or a blog post. Sometimes, they start as wonderings but never brew. Other times, ideas just lay in piles. Creative messiness works for me now but I still want to find the bottom of my desk.

Why do I write?
Ideas need space to breathe, to circulate, and find a landing pad. I write to release them. Understanding that voice matters, I hope to spread the joy of positivity, professional and personal wonder, and the power of written word in a connected world. I write to meet this goal but sometimes, I spend hours trying to make a thought pop, or flow in the right direction. When that doesn't happen, tension builds and a pause button is needed to free my mind so I can go back to a writing state of mind.

My simple hack to release tension when writing does not gel:
I step away from writing when word weaving and flow are not happening. I recall one day deciding that it was time to step away from my writing world so I went to a restorative yoga class. Sitting in the stillness with all lights out allowed me time to pause, declutter my mind in a minimalist space, and be drawn into the moment. Being one with self was an awakening, a self-care step that reduced anxiety and decluttered my mind. With that fresh perspective, the trip back to the writing desk was filled with hope.

Step Back
Reflect When Writing Appears to be a Desert
Engage in Another Creative Activity
Feel Refreshed
Step Forward Into a Writerly Life

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Final Thoughts:
Last night, the house was quiet. I sat at my desk writing a draft of this post. My thoughts of childhood brought back memories when journal writing was the start of something, a pathway. I tucked those memories and scraps of ideas into a virtual pile to be sorted in the morning. With a feeling of hope, I fell asleep thinking that writing is a great antidote for the ills of life.

While each time I write I don't anticipate an "aha" moment, I do expect being in the zone, the place where passion meets creation. I recognize that writing is a messy process and the journey long. Knowing there is a sliver of an idea that might be the start of something promising, keeps the flame of writing burning strong for me.

Tonight, I return to my writing because word weaving is my passion and revision a step closer to making the following quote from the Greek philosopher, Epictetus a reality.

If you wish to be a writer, write.
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I am offering this post to three writing communities:

Two Writing Teachers for Slice of Life Tuesday
#TeachWrite for their monthly theme, Why I Write
National Day On Writing at the NCTE site

On Critical Thinking

Inside active, student-engaged classroom communities, processes of noticing and wondering, are found leading to the development of unique thoughts and authentic voice. Teachers, as thoughtful guides, lead students forward on journeys of the mind where paths of inquiry are fostered. Choices are provided. Critical thinking and accountable talk occur leading to the amplification of student voice.

Both DigiLitSunday led by Margaret Simon and #10FoundWords Project (Day 25) created by Laura Shovan invited writers to synthesize their thoughts on prompts provided. I created one poem based on Margaret's topic, Critical Thinking, and Laura's 10 found phrases from “Teaching Resistance in Unjust Times,” by NCTE Historian Jonna Perillo, NCTE Blog, 2/15/17.

• tool of resistance
• those loyal aliens
• under suspicion
• asked their teachers why
• complex and riskier
• our thoughts are foolish
• going off the rails
• bad hombres
• recycled phrases
• writer as a rebel
• Bonus: democratic life

Tagul Word Cloud created by Carol Varsalona, 2017

In the turmoil of recycled phrases,

students question teachers, Why?

In turn, teachers respond with care

while safely guiding all voices into

a culture of trust. No thought is

regarded as foolish in these

communities of respect where

pathways of safe engagement

are established.

Using norms and protocols,

accountable talk flows.

Brainstorming with tools

to unpack confusion, follows.

Terms, like bad hombres,

loyal aliens are examined.

Students ponder. Who are

these dudes? Discussion

digs deep. There are neighbors

under suspicion. What should

we do? Learners write to

grasp the bigger picture.

In a time of complexities and

risks, the pen is taken up to

soothe the soul. Authentic

voice rises in the silence,

turning negativity into positivity.

Writers write with words of hope,

combating negativity posed. Trying

to comprehend the enormity of

the world's reality, their pens

are their tools of resistance.

Seeking understanding in a

world grappling with truth,

learners are encouraged to

resist hearsay and provide

evidence for their beliefs.

It is through the critical

thinking process, not
going off the rails, that

students finds their place

in the democracy of

classroom life as voices

rise in fellowship.

©CVarsalona, 2017

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If today’s students want to compete in this global society, they must be proficient communicators, creators, critical thinkers, and collaborators. ~National Education Association

DigiLit Sunday

#10FoundWords

Why I Write

There is much to wonder about in this world for space is infinite and possibilities unlimited. In the evening hours, when the world nods its sleepy head and quiet evokes solace, I close my eyes to wonder a little bit longer. Why do I write?

My mind wanders down corridors of time, reflecting, wondering when the passion for writing began. Words float on by. I imagine this parade of thought to be like the autumnal dance of leaves cascading in the breeze. I wait patiently for words to crystallize. They organically flow in the quiet. Stillness surrounds them. Only the night whispers. I pause to listen; close my eyes to see into the darkness. Fingers sweep the keyboard. Why do I write? I scroll back into my writing and find thoughts from the past that provide responses to this question.

Writing is an art form that moves your consciousness to paper. 

It is the process by which you reveal your inner self while splashing your thoughts across the page. It starts as a glimmer of an idea, a seed that sprouts in the quiet corners of your mind, and takes form when the muse beckons you. Writing can be an arrangement of free thoughts or an on demand task. It can be a messy synthesis of ideas or an elegant rewrite. With faith, the writing process allows thoughts to germinate, grow, and give voice to a writing life.

I zoom in on why I write at this given time.

I write to:

• honor the voice within that has passed through time
• polish the apple while capturing small moments
• observe nature in all its glory
• remember, rephrase, reflect, and revise
• elaborate the known and develop the unknown
• honor those who have written before me
• encourage those whose young voices are maturing
• find the wonder in words and explore their territory
• connect with others who are risk-takers of thought

There is magic in writing. I write because it is my lifeblood flowing as a stream of consciousness. I move from pen and paper to keyboard, notebook to electronic portfolio to find the just right words to define me or extend the topic at hand. Sometimes, my writing is filled with emotions that are locked, passions that are waiting to explode, and thoughts that are reluctant to be released. Since I was a small child, I wrote to creatively express myself. I continue that process realizing that there is still much to uncover, craft moves to explore, and connections to be made. Writing is a continuous act of moving forward, noticing more, digging deeper, and discovering life's unlimited opportunities. 

This week I honor the act of writing along with the National Council of Teachers of English, the DigiLit Sunday community, and educators in the United States. I will add my voice to others on the National Day on Writing, October 20th, an event I have championed for over a decade because Writing Matters and Voice is Strong. On October 20th, NCTE will "celebrate the importance, joy, and evolution of writing" with a Tweetup using the hashtag, #WhyIWrite. Will you join the movement to promote writing as an art form?

The world is busy, but the mind tenacious.

The writing life is all about faith in a fragment.

Kim Stafford

Celebrate 2014 National Day on Writing with #NYEDChat Because Writing Matters

Today, Monday, October 20, 2014 is National Day on Writing sponsored by NCTE, the National Writing Project, and The New York Times Learning Network. #NYEDChat is inviting all Connected Colleagues to celebrate writing with Blanca Duarte and me, tonight's NYEDChat moderators, at 8:30 pm EST. Join us for a fast-paced, our conversation, entitled, "Writing Matters." 

Perhaps, your writing style is a particular genre, such as poetry, essay, narrative, or maybe you best express yourself through art, photography, film, or graphics. You may opt for the traditional form of paper and pencil or intrigued by digital mediums. Some people showcase their writing in street art while others blog, publish, or write letters. Whatever your style is we welcome you to showcase it in the Twitter conversation that will begin at 8:30 pm EST and post your writing or link to it below in the comment section. 

Six questions will be presented for the Twitter convo (see below). Since this is an open chat for all connected colleagues we ask that you spread the word so this conversation can be joined by colleagues across the globe. Let's hear what you have to say on the art of writing. 

Join NYEDChat as we celebrate this day because 

"Writing Matters!"

I watch their flight

As dreamers wander 

and writers write. 

CVarsalona 2014

NYEDChat Questions

Welcome to #NYEDChat. Please introduce yourself with your name, role, and location.	8:30 pm
Tag a tweep to join #NYEDChat tonight. Writing Matters!	8:31 pm
Beside using #NYEDChat you can tweet with #MYWritingCommunity to join the national initiative on writing.	8:31 pm
Q1 What type of writing fits your style? #NYEDChat	8:35 pm
Q2 Who do you have in mind when you write? #NYEDChat	8:43 pm
Q3  Why is writing in all its forms (paper/pen, digital, film, videos, in art, infographics, etc.) important. #NYEDChat	8:51 pm
Q4 How can you encourage others to become connected colleagues who value voice?  #NYEDChat #WriteMyCommunity	8:59 pm
Q5 How does your writing influence others and/or impact students’ writing lives?  #NYEDChat #WriteMyCommunity	9:08pm
Q6 Do you have any parting advice for those who might be interested in blogging or writing professionally?	9:16 pm
Link your voice with #NYEDChat at http://buff.ly/1sIlnnz. Riddle in 140 char? 5 word poem? Blog link? Other? Have fun writing.	9:20 pm
Thank you for joining #NYEDChat tonight. Be connected and continue to write. #CEM14 #WriteMyCommunity	9:28 pm
Join #NYEDChat on November 3, 2014 at 8:30 pm EST TOPIC: TBD	9:29 pm

Formative Assessment Can Be the Game Changer For You

While moving through the Twitter feeds on Sunday, I found a compelling #nctechat conversation on formative assessment facilitated by Franki Sibberson and Antero Garcia. Although I entered the chat late, what I participated in was enough to hook me into a blogpost invitation on formative assessment from Franki Sibberson. 

While assessment seems to be a contentious word these days, I am a proponent of formative assessment, a reflective process through which an effective teacher can gauge what students know and are able to do with what they learned on a daily basis. Formative assessment has the capability of transforming teaching and accelerating student learning through careful analysis of student work and thoughtful, scaffolded planning of next steps toward achievement. 

After reading the NCTE Position Statement, two thoughts resonated with me and validate my own thinking on formative assessment-the first being that it "truly informs instruction" and the second that it is “the lived, daily embodiment of a teacher’s desire to refine practice based on a keener understanding of current levels of student performance." The SmarterBalanced Assessment Consortium discusses formative assessment as a “deliberate process used by teachers and students during instruction…” While both thoughts focus on the process, the product, feedback from oral or written student work, is a critical component. Teachers who immediately review data they gather gain instant feedback necessary to plan next moves revolving around the lesson's learning targets. 

Throughout my career as a reading specialist, administrator, and now as a consultant, I have realized the potential of formative assessments in the classrooms of effective teachers. Quick reflective practices and protocols, such as Learning Targets, Exit Tickets, Quick Writes, Fist-to-Five, Thumb Up/Down/Sideways, or Think, Ink, Pair, Share, used at the right moment provide feedback to assist students who need support and those who need to be challenged. At the same time, the formative assessment tool allows students to self-assess, reflect, and use feedback to adjust their learning. But follow-up is essential in order for teachers to adjust their teaching and plan future lessons to help students succeed. This is the PAUSE point for teachers. How often have we put aside student work with the intentions of carefully analyzing it later? We need to make the time to review results and 

purposefully use the data to move forward. Further, we need to provide opportunities for students to grapple with gaps in learning. From this pause point, we can take actionable steps to provide the scaffolds to help all learners make progress.

For years, reflective practitioners have employed tools and strategies to study student behavior and learning patterns as a means to move students forward as learners. "Kidwatching" activities have been utilized by teachers of balanced literacy classrooms since Yetta Goodman coined the word, but the potency of this practice was not fully embraced by all teachers. The NCTE Position Statement reminds us of the need to look closely at the data, student work being one data point, that will provide a window into student learning. As Fisher and Frey note in the cartoon from their book, Checking for Understanding, "It is assessment which helps us distinguish between teaching and learning."

It is not enough to understand that learning is a process. We, as the facilitators/guides, not the sages, must lead learners to the realization that they are the main actors in the student-centered classroom, the owners of their learning. We must take a proactive formative assessment stance to design a variety of tools or choose the right tools, such as the tools and strategies in the NCTE Position Statement or the teaching practices and protocols for ELA on EngageNY that will assist students to vocalize or record their thinking and new learning.

Ultimately, we must change the culture of the classroom to include effective teaching practices that place formative assessment, "successment" (coined by Kristi Mraz), as a go-to practice in order to energize and improve teaching and learning. During this time of challenge and change in education, formative assessment can be the game changer that empowers teachers to know their learners, inform their instruction, and assist students to own their learning. Empowerment comes from within and through the collective voice. 

Are you ready to help students grow through the power of formative assessment?

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10 Important Elements of Formative Assessment

from the 2013 NCTE Position Statement

"Formative Assessment That Truly Informs Instruction"

1. Requires students to take responsibility for their own learning. 
2. Communicates clear, specific learning goals
3. Focuses on goals that represent valuable educational outcomes with applicability beyond the learning context.
4. Identifies the student's current knowledge/skills and the necessary steps for reaching the desired goals.
5. Requires development of plans for attaining the desired goals.
6. Encourages students to self-monitor progress toward the learning goals.
7. Provides examples of learning goals including, when, relevant, the specific grading criteria or rubrics that will be used to evaluate the student's work.
8. Provides frequent assessment, including peer and student self-assessment and assessment embedded within learning activities.
9. Includes feedback that is non-evaluative, specific, timely, and related to the learning goals, and that provides opportunities for the student to revise and improve work products and deepen understandings.
10. Promotes metacognition and reflection by students on their work.